counseling and psychotherapy

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COUNSELING AND PSYCHOTHERAPY
Term 9: May, 2005
Carolyn Zerbe Enns, Ph. D.
Office: Law 106D
Phone: 895-4351 (office); 895-6605 (home)
e-mail: [email protected]
Class Hours: Monday -Friday 9-11:15 A.M. and 12:30-3 P.M. for lab/class activities
Objectives:
1. To provide an overview of current psychotherapies and their roots.
2. To provide information about the therapeutic process and an overview of basic communication and
counseling skills. To provide an experiential laboratory for learning and practicing communication
skills essential to the counseling process.
3. To examine current issues and innovations in psychotherapy, including multi-cultural issues, ethical
dilemmas, and feminist concerns.
4. To apply counseling principles to diverse problems and case studies.
5. To provide opportunities to compare, contrast, and integrate various theories of counseling and
psychotherapy.
6. To encourage class members to pursue independent reading and research projects on counseling and
psychotherapy.
7. To develop self-evaluation skills, writing skills, and critical thinking skills.
8. To examine personal qualities that support and hinder efforts to be therapeutic.
9. To examine, integrate, and critique research relevant to psychotherapy.
Texts:
Corey, Gerald. (2001). Theory and practice of counseling and psychotherapy (6th ed.). Belmont, CA:
Wadsworth.
Reserve readings (consult the daily reading schedule).
Tests:
Students will complete two tests, which are scheduled for Thursday, May 12 and Wednesday, May 25.
Tests will include both objective items and essays. Tests will be designed to assess your knowledge of
content, as well as your ability to compare, contrast, and integrate material in a meaningful way.
Papers:
Class members will complete (a) occasional overnight reaction papers, (b) an application/transcript
paper, and (c) a final case study-research paper or counseling process/outcome research paper. Due dates
are Tuesday, May 17 (application/transcript paper) and Monday, May 23 (final research paper).
Grading:
Grades will be based on the percentage of the total points earned.
A=94%, A-=90%, B+=88%, B=83%, B-=80%, C+=78%, C=73%, C-=70%.
Tentative point values for assignments:
Tests
60-75 points each
Short overnight assignments
20-25 points
Application/transcript paper
30-35 points
Case study/research paper
65-70 points
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Attendance/active participation
25-30 points
Description of Papers
Communication Skills and Reflection: Videotape and Transcript of a Helping Conversation.
Due: Tuesday, May 17 Length: 5-7 pages
This assignment will focus on the interviewing skills you will learn and practice during this course. To complete
this task, you will conduct a role-play interview with a classmate or another volunteer, and the interaction should
be videotaped. The total interaction time with your role-play partner should be between 20-30 minutes in length.
For the written portion of the assignment, you will turn in (cued to the appropriate place) a transcript of 5-7
minutes of interaction. You may select one section/chunk or provide samples from several segments of the tape.
The selections you use should include a section in which you are relatively active (e.g., say something at regular
intervals). You should make efforts to include at least three specific sets of skills in this interaction: attending,
inviting/questioning, and reflecting/conveying empathy. After creating the tape, you should also view a section
of the tape and solicit the feedback of at least one other member of the class. This peer feedback should inform
your observations and self-evaluation of the taped material. You will be graded primarily on your self-evaluation
and reflections about the interview rather than your interview “performance.” More specifically, you will:
a. Identify a 5-7 minute segment of tape (or 5-7 minutes of segments taken from different parts of the
conversation) and transcribe (word for word) the interaction. (Note: the selection may represent one chunk or
several shorter segments. Also, it may occasionally be appropriate to condense long client responses.)
b. Watch the tape with at least one other class member and use the feedback you gain to inform your written
commentary about the experience.
c. Write a 3-5 page reaction to the interview. First, you should describe the goal you had in mind. Were you
trying to gather information? Were you attempting to explore a problem in more depth? Did you want to help
the interviewee focus on emotion? You should also reflect upon your own performance (e.g., what you did well,
what you might have done differently, what skills come naturally to you, what skills are challenging, etc.). You
should also talk about how you believe the interviewee reacted to the interaction. How did he/she respond to
your attempts at different interactions or exchanges? Do you think he/she was helped? Why or why not?
Finally, in light of your reflection on the interview, please conclude by explaining whether you believe you met
your goal for that section of the interview.
Please remember that you may not meet all your goals. I am most concerned that you bring sincere effort to the
task. You will be graded primarily on the thoughtfulness and accuracy of your reflections on the interaction, as
well as on the accuracy of your transcription.
Final Paper: Case Study and Comparative Analysis of Two Therapy Approaches or Brief Research
Review of an Approach to Therapy
Due: Monday, May 23 Length: 9-12 pages
Option A. This paper will provide an opportunity for you to compare and contrast the use of two different
therapy approaches with the same “client.” You will then describe in detail how therapy would be conducted
from each of these two perspectives. Please note that some approaches (e.g., feminist therapy) are not strongly
linked to the work of one individual, and you may discuss that perspective in general. Other approaches (e.g.,
cognitive therapy) are associated closely with one or more theorists (e.g., Beck and Ellis) who have very different
ideas. In those instances, you should select one of theorists (e.g., Aaron Beck) to represent that particular
perspective in your paper. You cannot compare two therapists from the same general perspective (e.g., two
cognitive theorists or two existential therapists) as your paper assignment. You will be required to use four
professional sources (in addition to your textbook) when writing this paper. You should have at least one source
for each of the therapy approaches that you are using. The source does not have to be written by the original
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theorist (e.g., Carl Rogers); it can be written about the therapy (e.g., Person-Centered Therapy). The source may
also provide information about the specific problem or issue described in the case study. You should rely
primarily on journal articles and professional books for your resources, and at least two of your sources should be
from these types of print materials. Given the fact that major practitioners and theorists now maintain web-sites,
you may use a maximum of two such sources. Be sure that these sources are sponsored and administered by
individuals with respected academic credentials. You should use APA style for this paper (or the primarily
writing style of your primary discipline) to include citations within the text of your paper, as well as to provide
title and reference pages.
The first part of this paper will involve writing a case study or modifying a case study. I encourage you to write a
case study that reflects a problem and/or relationship issues that are of special interest to you. The write-up of the
case study is due on Tuesday, May 10. It should include a description and development of the problem, how it
creates difficulties for the person, and why the individual is seeking help. You may also comment on a variety of
background factors such as family dynamics, previous problems, and the strengths of the individual.
The final paper should begin with the case study, and should then describe the following issues for each
approach. I encourage you to also include a short script to illustrate any of the items listed below.
The Therapeutic Relationship
What is the nature of the therapy relationship? (collaborative?
directive?)
How is the therapy relationship established?
How critical is the relationship to therapy outcome?
Assessment
How is assessment completed? What are its goals?
What kinds of assessments would likely be used? (e.g., interview?
specific tests?, etc.)
When/how does assessment occur?
Counseling Goals
How would the therapist conceptualize/explain the problems of the
client? (This is a crucial question.)
Given the above explanation for the client’s problems, what
are the therapy goals likely to be?
When/how are goals chosen? (e.g., collaborative?
dictated? beginning of treatment? change over time?)
What specific types of interventions is the therapist likely to use and
why? Be specific in describing the interventions and the rationale for
implementing them. (These are also especially important questions.)
Interventions/Techniques
Diversity Issues
How would the type of therapy you are reviewing address any issues of
diversity that are raised by your case? (e.g. race/ethnicity, gender, age)
Please note that you may not simply review two approaches, but need to apply concepts specifically to your case
study. Thus, illustrations and examples are important. Your paper should also conclude with some side-by-side
comparisons of the approaches and your thoughts about which approach you believe would be most effective in
this case. Make sure you support your response.
Option B. This paper provides an opportunity for you to explore the frameworks of one or two approaches to
psychotherapy and to discuss and integrate this material with the findings of research studies relevant to the
therapy. Research studies may focus on either psychotherapy process variables or outcomes. You should use a
minimum of 2-3 sources to inform your discussion of the therapy and 3-4 research studies. For the initial
discussion of the therapy, you may focus on the set of questions identified under option A. Approaches to
psychotherapy for which psychotherapy research is most readily available are the manualized therapies such as
cognitive-behavioral therapy, mindfulness-based therapies, interpersonal therapy, and process-experiential
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therapies. You may also wish to focus on the practice of a specific therapy as it relates to a specific type of
problem such as depression, eating disorders, or stress management.
Resource Materials on Reserve in Cole Library
Corey, G. (1995 & 2005). Case approach to counseling and psychotherapy (4th ed. & 6th ed.). Wadsworth.
Corsini, R. J., & Wedding, D. (Eds.). (1995, 2000, 2005). Current psychotherapies (5th, 6th, & 7th eds. Itasca,
IL: Peacock & Brooks/Cole.
Gurman, A. S., & Messer, S. B. (Eds.). (1995). Essential psychotherapies: Theory and practice. Guilford.
Kornstein, S. G., & Clayton, A. H. (Eds.). (2002). Women’s mental health: A comprehensive textbook. Guilford.
Malchiodi, C. A. (Ed.). (2005). Expressive therapies. Guilford Press.
Nathan, P. E., & Gorman, J. M. (Eds.). (1998). A guide to treatments that work. New York: Oxford University
Press.
Wachtel, P. L. & Messer, S. B. (Eds.). (1997). Theories of psychotherapy: Origins and evolution. Washington,
DC: American Psychological Association.
Some Guidelines for Participating in this Class
Attendance:
You should plan to attend every class session, unless there is a valid reason for your absence. Promptness is
appreciated. Unexcused absences, particularly unexcused absences from lab sessions have a bearing on your
grade (e.g., overall grade lowered by 1/3-1/2 a grade for more than one unexcused absence). If you have a
specific reason for missing, please let me know prior to the event or immediately upon returning to class.
Communication Skills Practice: Its Strengths and Limitations:
As a part of this course, you will be engaging in the practice of specific types of communication skills, such as
reflecting the verbal and emotional content of others’ words. This will be done in role-play situations. Although
these are similar to some of the basic interviewing skills used by counselors and therapists in their professional
work, you are not being trained to conduct counseling or to intervene with individuals in the manner that a
professional would. I hope that you will learn something about good, general communication skills in this class,
but please be aware that completing this class does not prepare you to take on a professional role.
Communication skills training, however, should help you develop skills that will be useful to you in most
professions, including counseling.
Getting the most out of this course:
I hope you will come to class with an open frame of mind and the willingness to take some modest interpersonal
risks, especially in the experiential components of the course. In this beginning course in counseling, you are not
expected to demonstrate mastery, but rather, the willingness to try out new communication skills. I hope you will
challenge yourself to become an active and involved participant. In addition, you will gain more from this course
by reading required materials before class sessions, and by reading widely outside of class.
Respect confidentiality:
Being actively involved small groups and role-playing activities involves some level of personal self-disclosure.
To facilitate the creation of a trusting environment for learning and practicing these skills, I ask that you not share
any personal information or reactions from your small groups outside of the classroom. I also encourage you to
be very cautious about using any personal scenarios when role-playing communication and listening skills. You
may believe that the information you are sharing is innocent or not emotionally-laden for you, but may discover
that the information brings up emotions that surprise you. If you use friends’ or family members’ troubles as
material for role-plays, be sure that you do not name the person, that you alter important facts to disguise
identities, and that there is no way the person could be identified from the information you share. If you have any
concerns about information shared within your small group or about what is or is not appropriate to reveal within
those settings, please consult with me.
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Videotaping Equipment:
For your second paper, you will be using the video set-up in the Law Hall 4th floor lab. This equipment cannot be
removed from that room, and you will only have access to this room when I am in the building (the room is
locked to prevent tampering with equipment). You should check with me in advance to make sure I will be
available to let you in to the room. Make sure that your recording is audible and viewable before you turn it in.
Class Schedule
Note: With the exception of readings for May 2, readings should be completed before class sessions on the days
for which they are assigned.
Monday, May 2
Introduction and overview
Does psychotherapy work?
A.M. class and P.M. movie
Reading:
Seligman, M. E. P. (1995). The effectiveness of psychotherapy: The Consumer Reports study. American
Psychologist, 50, 965-974.
Lebow, J. (2004, November/December). The push for evidence: The debate about the proper method for
studying therapy heats up. Psychotherapy Networker, 85-86. (handout)
Recommended:
DeAngelis, T. (2005, March). Shaping evidence-based practice. Monitor on Psychology, 26-31.
Glenn, D. (2003, October 24). Nightmare scenarios. The Chronicle of Higher Education, A14-A17.
Wedding, D. & Niemec, R. M. (2003). The clinical use of films in psychotherapy. Journal of Clinical
Psychology, 59, 207-215.
Tuesday, May 3
The counselor as a person and professional
Does psychotherapy work? (continued discussion of readings for May 2)
Person-centered therapies
Reading:
Corey, chapters 1 (skim), 2 (skim), & 7
Layton, Molly. (2005, March/April). Facing darkness: The limits of empathy. Psychotherapy Networker, 33-25,
58-59.
Read one of the following:
Carl Rogers (1980). Empathic: An unappreciated way of being. From A way of being (1980)
Carl Rogers (1958). The characteristics of a helping relationship. From Personnel and Guidance Journal.
Wednesday, May 4
Person-centered therapies continued
Existential Therapy
Reading: Corey, chapter 6. From the Yalom reader or The gift of therapy:
The four ultimate concerns. (1998). From The Yalom reader.
CBT is not what it’s cracked up to be…or, don’t be afraid of the EVT bogeyman. (ch. 76)
Avoid diagnosis (except for insurance companies). (ch. 2).
Create a new therapy for each patient. (ch.10)
Engage in personal therapy. (ch. 12) The here-and-now---Use it, use it, use it. (ch. 14) Why use the here-andnow? (ch. 15) Using the here-and-now—Growing rabbit ears. (ch. 16) Search for here-and-now
equivalents. (ch. 17)
Thursday, May 5
Gestalt therapy
Reading: Corey, chapter 8
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Kellogg, S. (2004). Dialogical encounters: Contemporary perspectives on “chairwork” in psychotherapy.
Psychotherapy: Theory, Research, Practice, Training. 41, 310-320.
Sharf, R. (2004). Creative arts therapies. Brief excerpt from Theories of Psychotherapy & Counseling.
Malchiodi, C. A. (2005). Expressive therapies: History, theory, and practice, or Art therapy. Both in C. A.
Malchiodi (Ed.), Expressive therapies. New York: Guilford.
Friday, May 6
Ethics and psychotherapy
Reading: Corey, chapters 2 and 3
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American
Psychologist, 57, 1060-1073. Sections 3.05, all of sections 4 & 10.
Sommers-Flanagan, R., Elliott, D., & Sommers-Flanagan, J. (1998). Exploring the edges: Boundaries and breaks.
Ethics and Behavior, 8, 37-48.
Monday, May 9
Contemporary psychodynamic approaches
Jungian and object relations methods
Reading: Corey, chapter 4
Weinberg, George. (1990). The taboo scarf. From The taboo scarf and other tales of psychotherapy.
Optional/for enrichment:
Enns, C. Z., & Kasai, M. (2003). Hakoniwa: Japanese sandplay therapy. The Counseling Psychologist, 31, 93112.
Homeyer, L. E., & Sweeney, D. S. (2005). Sandtray therapy. In C. A. Malchiodi (Ed.), Expressive therapies.
Tuesday, May 10
The cognitive-behavioral therapies
Reading: Corey, chapter 11
Laidlaw, T. M., & Dwivedi, P. (2002). Combining cognitive, emotional, behavioural and, dare we say it, the
spiritual: A review of Mindfulness-based cognitive therapy for depression: A new approach to preventing
relapse.
Schmidt, S. (2004). Mindfulness and healing intention: Concepts, practice, and research evaluation. Journal of
Alternative and Complementary Medicine, 10, S7-S14.
Read one of the following research studies (class members will sign up for specific items):
Studies on CBT and Post Traumatic Stress Disorder
Jaycox, L. H. (2002). Cognitive-behavior therapy for PTSD in rape survivors. Journal of Clinical Psychology:
Psychotherapy in Practice, 58, 891-906.
Bryant, R. A., Moulds, M. L., Guthrie, R. M., Dang, S. T., & Nixon, R. D. (2003). Imaginal exposure alone and
imaginal exposure with cognitive restructuring in treatment of posttraumatic stress disorder. Journal of
Consulting and Clinical Psychology, 71, 706-712.
Kubany, E. S., Hill, E. E., Owens, J. Q., Iannce-Spencer, C., McCaig, M. A., & Tremayne, K. J. (2004).
Cognitive trauma therapy for battered women with PTSD (CTT-BW). Journal of Consulting and Clinical
Psychology, 72, 3-18.
Foa, E. B., & Rauch, S. A. M. (2004). Cognitive changes during prolonged exposure versus prolonged exposure
plus cognitive restructuring in female assault survivors with posttraumatic stress disorder. Journal of
Consulting and Clinical Psychology, 72, 879-884.
Studies on CBT self-help for depression
Gega, L., Marks, I., & Mataix-Cols, D. (2004). Computer-aided CBT self-help for anxiety and depressive
disorders: Experience of a London clinic and future directions. Journal of Clinical Psychology, 60, 147-157.
Gregory, R.J., Canning, S. S., Lee, T. W., & Wise, J. C. (2004). Cognitive bibliotherapy for depression: A metaanalysis. Professional Psychology: Research and Practice, 35, 275-280.
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Outcome studies relevant to CBT
Watson, J. C., Gordon, L. B., Sterman, L., Kalongerakos, F., & Steckley, P. (2003). Comparing the effectiveness
of process-experiential with cognitive-behavioral psychotherapy in the treatment of depression. Journal of
Consulting and Clinical Psychology, 71, 773-781.
Teasdale, J. D., Scott, J., Moore, R. G., Hayhurst, Hl., Pope, M., & Paykel, E. S. (2001). How does cognitive
therapy prevent relapse in residual depression? Evidence from a controlled trial. Journal of Consulting and
Clinical Psychology, 69, 347-357.
Ma., S. H., & Teasdale, J. D. (2004). Mindfulness-based cognitive therapy for depression: Replication and
exploration of differential relapse prevention effects. Journal of Consulting and Clinical Psychology, 72, 3140.
Teasdale, J. D., Segal, Z. V., Williams, J. M. G., Ridgway, V. A., Soulsby, J. M., & Lau, M. A. (2000).
Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Journal of
Consulting and Clinical Psychology, 68, 615-623.
Wednesday, May 11
The behavioral therapies
Multimodal therapy and EMDR
Reading: Corey, chapter 10
Frequently asked questions about EMDR (EMDR Institute, emdr.com)
Lilienfeld, S. O. (1996). EMDR treatment: Less than meets the eye?
Thursday, May 12
Test #1
Friday, May 13
Interpersonal psychotherapy
Reading:
Cutler, J. L., Goldyne, A., Markowitz, J. C., Devlin, M. J., & Glick, R. A. (2004). Comparing cognitive behavior
therapy, interpersonal psychotherapy, and psychodynamic psychotherapy. American Journal of Psychiatry,
161, 1567-1573.
Sharf, R. (2004). Excerpt on Interpersonal Therapy. Theories of Psychotherapy and Counseling.
Mellin, E. A., & Beamish, P. M. (2002). Interpersonal theory and adolescents with depression: Clinical update.
Journal of Mental Health Counseling, 110-125.
Weissman, M. M., Markowitz, J. C., & Klerman, G. L. (2000). Selections from Comprehensive guide to
interpersonal psychotherapy. and/or Weissman, M. Mastering depression through interpersonal
psychotherapy (patient workbook).
Monday, May 16
Reality Therapy
Crisis intervention and counseling in the aftermath of trauma
Reading: Corey, chapter 9
Frierson, R. L., Melikian, M., & Wadman, P. C. (2002). Principles of suicide risk assessment. Postgraduate
Medicine, 112 (3).
Sánchez, H. G. (2001). Risk factor model for suicide assessment and intervention. Professional Psychology:
Research and Practice, 32, 351-358.
Tuesday, May 17
Gender and diversity issues in counseling and psychotherapy
Feminist counseling and psychotherapy
Reading: Corey, Chapter 12
Feminist Therapy Institute. (2000). Feminist Therapy Code of Ethics.
Enns, C. Z. (2002). Feminist psychotherapy. Encyclopedia of Psychotherapy, Vol. 1, 801-808. SanDiego:
Academic Press.
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Due at 6 P.M.: Application/transcript paper
Wednesday, May 18
Adlerian Therapy
Family psychotherapies
Reading: Corey, chapter 5, 13 (up to page 427)
Thursday, May 19
Brief and solution focused therapy
Reading: Corey chapter 13, pp. 433-437 (solution-oriented therapy/social constructionism)
Quick, Ellen. (1998). Doing what works in brief and intermittent therapy. Journal of Mental Health, 7.
Lethem, J. (2002). Brief solution focused therapy. Child and Adolescent Mental health, 4, 189-192.
Sharry, J., Darmody, M., & Madden, B. (2002). A solution-focused approach to working with clients who are
suicidal. British Journal of Guidance and Counselling, 30, 383-399.
Murdock, N. L. (2004). Solution-focused therapy. In Theories of counseling and psychotherapy: A case
approach. Prentice Hall.
Friday, May 20
Multicultural and diversity issues in counseling
Reading:
Sue, D. W., & Sue, D. (2003). The superordinate nature of multicultural counseling/therapy. Counseling the
culturally diverse: Theory and practice (4th ed.). New York: Wiley.
Negy, C. (2004). Therapy with dissimilar clients: Issues to consider along this road more traveled. In C. Negy
(Ed.), Cross-cultural psychotherapy (pp. 3-22). Bent Tree Press.
Recommended: American Psychological Association. (2003). Guidelines on multicultural education, training,
research, practice, and organizational change for psychologists. American Psychologist, 58, 964-970. (also
available at www.apa.org)
Monday, May 23
Innovations in counseling practice: Self-help, internet counseling, and cinematherapy
Read one of the following:
Skinner, A., & Zack, J. S. (2004). Counseling and the internet. American Behavioral Scientist, 48, 434-446.
Rochlen, A. B., Zack, J. S., & Speyer, C. (2004). Online therapy: Review of relevant definitions, debates, and
current empirical support. Journal of Clinical Psychology, 60, 269-283.
Litz, B. T., Williams, L., Wang, J., Bryant, R., & Engel, C. C. (2004). A therapist-assisted internet self-help
program for traumatic stress. Professional Psychology: Research and Practice, 35, 628-634.
Read one of the following:
Lampropoulos, G. K., Kazantzis, N., & Deane, F. P. (2004). Psychologists’ use of motion pictures in clinical
practice. Professional Psychology: Research and Practice, 35, 535-541.
Sharp, C., Smith, J. V., & Cole, A. (2002). Cinematherapy: Metaphorically promoting therapeutic change.
Counselling Psychology Quarterly, 15, 269-276.
Tuesday, May 24
Issues in counseling and psychotherapy
Beyond theories and techniques
Avoiding burnout and compassion fatigue
Reading: Corey, Chapter 3
Jennings, L., & Skovholt, T. M. (1999). The cognitive, emotional, and relational characteristics of master
therapists. Journal of Counseling Psychology, 46, 3-11.
Macran, S., Stiles, W. B., & Smith, J. A. (1999). How does personal therapy affect therapists’ practice? Journal
of Counseling Psychologyu, 46, 419-431.
Figley, C. R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self care. Journal of Clinical
Psychology, 58, 1433-1441.
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Wednesday, May 25
Test #2
For Enrichment: Written Accounts of Psychotherapy
During this class or over the summer months, you may find it interesting to read one or more of the following
books that focus on the experience of providing psychotherapy or experiencing psychotherapy as a client.
Alther, Lisa.(1984).Other Women. (fiction: a woman initiates therapy with the relationship with her female lover
ends)
Bugental, James. (1990). Intimate Journeys. (a prominent existential-humanistic therapist provides a narrative
account about his work with five clients)
Clift, Elayne. (Ed.) (2002). Women’s Encounters with the Mental Health Establishment: Escaping the Yellow
Wallpaper. (narrative and poetry about women’s experiences with mental health practitioners and in mental
health institutions)
Cowan, Eric. (2005). Ariadne’s thread: Case Studies in the Therapeutic Relationship. (Eight case studies based
on the psychotherapy practice of the author)
Evans, Rose Mary. (1994). Childhood’s Thief. (a therapist’s account of working with a survivor of child sexual
abuse)
Geller, Jess, & Spector, Paul. (1987). Psychotherapy: Portraits in Fiction. (18 excerpts about therapy from
novels and short stories)
Gordon, Emily Fox. (2000). Mockingbird Years: A Life In and Out of Therapy. (Gordon’s account of her
“therapeutic education”)
Haas, Scott. (1990). Hearing Voices: Reflections of a Psychology Intern. (a psychology intern talks about his
experience working on a psychiatric unit)
Hill, Marcia. (2004). Diary of a Country Therapist. New York: Haworth Press. (journal entries/memoirs related
to ten years of one therapist’s practice)
Israeloff, Roberta. (1990). In Confidence. (a personal account of four years of therapy)
Kottler, Jeffrey, & Carlson, Jon. (2003). The Mummy at the Dining Room Table: Eminent Therapists Reveal
Their Most Unusual Cases and What They Teach Us About Human Behavior. (32 case studies from the
practices of well-known psychotherapists)
Orbach, Susie. (2000). The Impossibility of Sex: Stories of the Intimate Relationship Between Therapist and
Patient. New York: Simon & Schuster.
Peven, Dorothy & Shulman, Bernard. (2002). Who is Sylvia? and Other Stories. (Case studies authored by two
therapists who identify themselves as psychodynamic Adlerian therapists)
Rossner, Judith. (1983). August. (fiction: an adolescent young woman experiences psychoanalytic
psychotherapy)
Shapiro, Dan. (2003). Delivering Doctor Amelia. (a story, from the perspective of a psychologist, about
psychotherapy with a medical doctor who experienced significant distress in the wake of the difficult
childbirth experience of one of her patients)
Siegel, Stanley, and Lowe, Ed. (1992).The Patient who Cured his Therapist and Other Tales of Therapy. (the
authors describe case studies in working with clients from a relational perspective)
Slater, Lauren. (1996). Welcome to My Country: A Therapist’s Memoir of Madness. (a series of chapters that
focus on a therapist’s challenges to work effectively with her clients)
Smith, Holly A. (2002). Fire of the Hearts: A Memoir of Treating Incest. (a social worker writes about her
experiences working with child sexual abuse)
Weinberg, George. (1990). The Taboo Scarf and Other Tales of Therapy. (Weinberg describes a series of case
studies with clients)
Weinberg, George. (1992). Nearer to the Heart's Desire. (Weinberg describes his work with eight clients)
Yalom, Irvin. (1989). Love's Executioner. (a prominent existential therapist discusses 10 cases)
Yalom, Irvin. (1996). Lying on the Couch: A Novel. (a novel about being a therapist and conducting therapy)
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